Plans and the structure of behavior.

Miller, George A.; Galanter, Eugene; Pribram, Karl H.

doi:10.1037/10039-000

Cited by 4,193 publications

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“…Those associations also have long-term effects on performance, which can last longer than 100 trials (Waszak et al, 2003). More generally, memory retrieval may allow the environment to control behavior (Skinner, 1938) by activating goals associated with environmental stimuli (Ach, 1935;G. A. Miller, Galanter, & Pribram, 1960).…”

Section: Discussionmentioning

confidence: 99%

Long-term aftereffects of response inhibition: Memory retrieval, task goals, and cognitive control.

Verbruggen

Logan

2008

Journal of Experimental Psychology: Human Perception and Perfor

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Cognitive control theories attribute control to executive processes that adjust and control behavior online. Theories of automaticity attribute control to memory retrieval. In the present study, online adjustments and memory retrieval were examined, and their roles in controlling performance in the stop-signal paradigm were elucidated. There was evidence of short-term response time adjustments after unsuccessful stopping. In addition, it was found that memory retrieval can slow responses for 1-20 trials after successful inhibition, which suggests the automatic retrieval of task goals. On the basis of these findings, the authors concluded that cognitive control can rely on both memory retrieval and executive processes.

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Section: Discussionmentioning

confidence: 99%

Long-term aftereffects of response inhibition: Memory retrieval, task goals, and cognitive control.

Verbruggen

Logan

2008

Journal of Experimental Psychology: Human Perception and Perfor

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“…The dominant view in metacognition research emphasizes the goal-oriented function of control operations. The discrepancy-reduction model, for example, which incorporates the TOTE model proposed by Miller et al (1960) to describe goal-oriented behavior, predicts that JOLs following study should increase with study time. In contrast, if monitoring is based on the feedback from control operations, then JOLs following study should decrease with increased study time.…”

Section: Review Of Our Conceptual Framework and The Pertinent Evidencementioning

confidence: 99%

“…This level, referred to as "norm of study" (Le Ny et al, 1972), is preset on the basis of motivational factors, such as the stress on accurate learning versus fast learning (Nelson & Leonesio, 1988). Thus, in self-paced learning, study continues until the current state of mastery reaches the norm of study.The discrepancy-reduction model incorporates the testoperate-test-exit (TOTE) feedback loop postulated by Miller, Galanter, and Pribram (1960) to underlie goal-oriented behavior. More generally, it incorporates the control-theory perspective according to which people self-regulate their actions to minimize discrepancies between current states and desired states (see Carver & Scheier, 1990).…”

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confidence: 99%

The intricate relationships between monitoring and control in metacognition: Lessons for the cause-and-effect relation between subjective experience and behavior.

Koriat

Ma’ayan

Nussinson

2006

Journal of Experimental Psychology: General

354

460

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Do we run away because we are frightened, or are we frightened because we run away? The authors address this issue with respect to the relation between metacognitive monitoring and metacognitive control. When self-regulation is goal driven, monitoring affects control processes so that increased processing effort should enhance feelings of competence and feelings of knowing. In contrast, when self-regulation is data driven, such feelings may be based themselves on the feedback from control processes, in which case they should decrease with increasing effort. Evidence for both monitoring-based control and control-based monitoring occurring even in the same situation is presented. The results are discussed with regard to the issue of the cause-and-effect relation between subjective experience and behavior.Keywords: metacognition, subjective experience, monitoring, control, judgments of learning A long-standing issue in psychology and philosophy concerns the cause-and-effect relation between phenomenal experience and behavior (Baars, 1988;Bargh, 1997;Bless & Forgas, 2000;Flanagan, 1992;Mandler, 2002;Marcel, 1983aMarcel, , 1983b Marcel & Bisiach, 1988). Whereas many discussions in cognitive psychology assume that subjective experience can play a causal role in influencing behavior, recent findings lend credence to the idea that subjective experience may be based on the feedback from one's own behavior and thus follow rather than precede behavior. Indeed, in reviewing their own work, Kelley and Jacoby (1998) praised the insight owed to the James-Lange view of emotion, according to which "subjective experience can involve an attribution or unconscious inference about effects on performance and so follow from, rather than be responsible for, objective performance" (pp. 127-128). In this article we address the causal links between subjective experience and behavior within a restricted domain-that of metacognitive monitoring and metacognitive control. We believe that our analysis and results can provide some insight into the general issue of the relation between subjective experience and behavior.The Cause-and-Effect Relation Between Subjective Experience and BehaviorMost of the discussions of the status of subjective experience in human behavior have centered on the causal role that consciousness might play in guiding behavior (Schwarz & Clore, 1996). The issue that has been addressed concerns the extent to which phenomenal consciousness affects behavior, in general, and "rational" action, in particular. In Posner and Snyder's (1975) conceptual framework, for example, controlled processes, as opposed to automatic processes, were seen to characterize conscious functioning. Block (1995) associated consciousness with the reflective pursuit of one's goals, arguing that without consciousness one loses the "rational control of action." In Schacter's (1989) model, the conscious system is assumed to function as the gateway to an executive control system that initiates and regulates voluntary action. Only activations that gain ac...

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“…To implement multiple components in a rapid succession, skilled performance requires hierarchically organized control processes (Lashley, 1951). Although the notion of hierarchical control has appeared in psychological literature many times (e.g., Abrahamse, Ruitenberg, de Kleine, & Verwey, 2013;Bryan & Harter, 1899;Cooper & Shallice, 2000;Leonard & Newell, 1964;MacKay, 1982;Miller, Galanter, & Pribram, 1960;Rhodes, Bullock, Verwey, Averbeck, & Page, 2004;Verwey, 2001), it remains controversial (e.g., Botvinick & Plaut, 2004;Cooper & Shallice, 2006;Elman, 1990). Studies of typewriting are particularly suited to address the hierarchical nature of skilled performance (Fendrick, 1937;Logan & Crump, 2011;Salthouse, 1986;Shaffer, 1975a;Yamaguchi, Crump, & Logan, 2013).…”

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confidence: 99%

“…Thus, the present study investigated hierarchical control in the context of typewriting. Hierarchical control involves higher-level processes that determine the functioning of lower-level processes (Lashley, 1951;Logan & Crump, 2011;Miller et al, 1960). There are four defining properties of hierarchical control (Logan & Crump, 2011): First, different levels of hierarchical control are sensitive to different aspects of the environment (selective influence).…”

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confidence: 99%

Pushing typists back on the learning curve: Revealing chunking in skilled typewriting.

Yamaguchi¹,

Logan²

2014

Journal of Experimental Psychology: Human Perception and Perfor

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Theories of skilled performance propose that highly trained skills involve hierarchically structured control processes. The present study examined and demonstrated hierarchical control at several levels of processing in skilled typewriting. In the first two experiments, we scrambled the order of letters in words to prevent skilled typists from chunking letters, and compared typing words and scrambled words. Experiment 1 manipulated stimulus quality to reveal chunking in perception, and Experiment 2 manipulated concurrent memory load to reveal chunking in short-term memory (STM). Both experiments manipulated the number of letters in words and nonwords to reveal chunking in motor planning. In the next two experiments, we degraded typing skill by altering the usual haptic feedback by using a laser-projection keyboard, so that typists had to monitor keystrokes. Neither the number of motor chunks (Experiment 3) nor the number of STM items (Experiment 4) was influenced by the manipulation. The results indicate that the utilization of hierarchical control depends on whether the input allows chunking but not on whether the output is generated automatically. We consider the role of automaticity in hierarchical control of skilled performance.

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Plans and the structure of behavior.

Cited by 4,193 publications

References 0 publications

Long-term aftereffects of response inhibition: Memory retrieval, task goals, and cognitive control.

Long-term aftereffects of response inhibition: Memory retrieval, task goals, and cognitive control.

The intricate relationships between monitoring and control in metacognition: Lessons for the cause-and-effect relation between subjective experience and behavior.

Pushing typists back on the learning curve: Revealing chunking in skilled typewriting.

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